This report describes some curriculum development work done by the Local History Classroom Project (LHCP) which explores approaches to the classroom teaching of local history and possible roles for computerized banks of standardized historical data. Part one of the document gives a sample lesson developed from court records and newspaper articles. It is a case study approach which asks how far can the available evidence be legitimately squeezed to write some history, and what questions are raised but left unresolved by the study of the evidence? Parts two and three discuss the use of computerized 19th century census returns to answer questions about the occupations of men, women, and children, the skill levels of a village, and the origins of villagers. Example lessons illustrate the use of census lists to help teach the ideas of continuity, change, generalization, and comparative analysis. A mock conversation between two 19th century teachers is constructed to demonstrate what additional sorts of information, particularily about foreigners, can be gotten from census lists. The document concludes with an interview with an LHCP representative focusing on the difference between "history" and "past.""Past" is defined as surviving evidence while "history" is defined as the structure built from surviving evidence. (Author/BC)